Nutrition and Wellness Bundle 1
Essential Outcome: Understand nutrient basics.
Standards & Indicators: 1.1, 1.3, 1.4, 4.3
Declarative Knowledge (What they will know)
Learning
Goals
Organizing
Ideas
Details
Vocabulary
(What the students should be learning)
1. Define nutrition.
2. Identify the six categories of nutrients.
3. Explain the functions of nutrients.
4. Identify in what foods nutrients occur.
(The Concepts taught)
Categories of nutrients:
- their functions
- where they are found
- calories provided
(Activities or actions –write, use, identify)
 Nutrition is the science of food and how it affects our
health and well-being
 Nutrients are the basic building blocks needed for the
body to function
 Proteins, fats, and carbohydrates are energy sources for
the body
(Words essential to this bundle)
Nutrition, nutrients, proteins, amino acids, fats, saturated
fats, unsaturated fats, monounsaturated fats,
polyunsaturated fats, carbohydrates, dietary fiber, vitamins,
minerals, calories
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 Read textbook for information
 Take lecture notes
 Search Internet for information
Skills
(Applied knowledge the student will execute)
 Identify nutrient information
 Calculate calories in given foods
 Presentation skills
 Read, listen, follow instructions
 Teamwork /Cooperation
 Evaluate and organize information
 Communicate thoughts and ideas
Quarter 1: 2 weeks
Resources
(What materials do you use?)
Textbook, Internet, videos
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read in textbook
 Define vocabulary
 Students will work in teams to produce a
PowerPoint presentation, or other creative
endeavor, to teach an assigned nutrient to the class
Nutrition and Wellness Bundle 2
Essential Outcome: Understand the digestive system.
Standards & Indicators: 1.1, 1.3, 1.4
Declarative Knowledge (What they will know)
Learning
Goals
Organizing
Ideas
Details
Vocabulary
Procedural Knowledge (What they will do)
(What the students should be learning)
1. Describe how food is converted into energy.
2. Trace the path of food through the human body.
3. Locate the organs of the gastrointestinal system.
4. Explain common health problems related to digestion.
(The Concepts taught)
 Examine the digestive system
 Examine health problems related to digestion
Processes
(The actions the students will perform)
 Read textbook for information
 Take lecture notes
 Search Internet for information
(Activities or actions –write, use, identify)
 Food is the fuel your body requires to work
 Metabolism is the process by which food is converted
to energy
 When a person’s digestive system does not work
properly, a variety of problems can occur
(Words essential to this bundle)
Metabolism, mastication, digestion, absorption, peristalsis,
GI system, heartburn, diverticulitis, Irritable Bowel
Syndrome
Skills
(Applied knowledge the student will execute)
 Read, listen, follow instructions
 Teamwork / Cooperation
 Evaluate and organize information
 Communicate thoughts and ideas
Quarter 1: 2 weeks
Resources
(What materials do you use?)
Textbook, Internet, videos, art supplies
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read in textbook
 Define vocabulary
 Students will draw the GI system showing the
main organs of digestion and the accessory
organs, like the pancreas, liver, and gallbladder
 Students will research a physiological problem
related to digestion and present their findings to
the class
Nutrition and Wellness Bundle 3
Essential Outcome: Understand the impact of daily food choices on health and wellness.
Standards & Indicators: 2.4, 2.5, 3.1, 3.2,3.3, 5.3
Declarative Knowledge (What they will know)
Procedural Knowledge (What they will do)
Learning
Goals
Organizing
Ideas
Details
Vocabulary
(What the students should be learning)
1. Identify the factors that influence food choices.
2. Tell how food choices influence health.
3. Examine dietary guidelines, such as Dietary References
and My Plate.
4. State the RDA of the nutrients needed by teens.
5. Investigate nutrition labels and serving sizes.
6. Analyze how nutrition needs are different for people of
various ages and activity levels.
(The Concepts taught)
 Consequences of food choices on health
 Dietary guidelines
 How to read nutrition labels
 One way of eating does not work for everyone
(Activities or actions –write, use, identify)
 Many factors influence food choices – availability,
taste, cost, convenience, religious and cultural
background, as well as science and technology
 Dietary guidelines, standards, and food labeling were
developed by the government to help people on the path
to healthy eating
 Nutrition needs differ for children, expectant moms,
the elderly, and the ill. It is not a “one size fits all”
(Words essential to this bundle)
Dietary Reference Intakes, Recommended Dietary
Allowance, malnutrition, nutrient dense, empty calories
Processes
(The actions the students will perform)
 Read textbook for information
 Take lecture notes
 Search Internet for information
Skills
(Applied knowledge the student will execute)
 Read, listen, follow instructions
 Teamwork / Cooperation
 Evaluate and organize information
 Communicate thoughts and ideas
 Recordkeeping
 Management (record food intake and activity daily)
Quarter 1: 3 weeks
Resources
(What materials do you use?)
Textbook, Internet, videos: Supersize Me, Food Matters,
Forks over Knives, nutrition labels, http://www.fitday.com/
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read in textbook
 Define vocabulary
 Worksheet to discover the factors that influence their
food choices
 Watch videos
 Using http://www.fitday.com/ students will track
their food intake and activity for one week before


studying dietary guidelines and for one week after
designing an eating plan
Students will compare their daily food intake with
the RDA needed
Students will work in teams to design a dietary
brochure for a 3-4 year old, an older adult, a
sedentary adult, an expectant mom, vegetarians,
or a person with diabetes, an eating disorder, food
allergies, or IBS
Nutrition and Wellness Bundle 4
Essential Outcome: Demonstrate sanitary food handling and food safety.
Standards & Indicators: 4.1, 5.1
Declarative Knowledge (What they will know)
Procedural Knowledge (What they will do)
Learning
Goals
Organizing
Ideas
Details
Vocabulary
(What the students should be learning)
1. Identify the types of foodborne contaminants and
related illnesses.
2. Learn how grooming, hygiene, and attire affect food
prep.
3. Clean and sanitize surfaces and equipment correctly.
4. Describe how to purchase and store food safely.
5. Identify ways to safely thaw frozen food and to cool
hot foods for storage.
(The Concepts taught)
 Hand washing is one of the most important ways to
prevent cross contamination
 FAT TOM = the factors that influence pathogen
development in food
 Keep hot foods hot and cold foods cold
 How to buy and store foods
(Activities or actions –write, use, identify)
 Safe foods are foods that won’t make you sick
 Unsafe foods are foods that have been contaminated or
not handled correctly. They can make you sick or
threaten your life.
(Words essential to this bundle)
Biological hazards, chemical hazards, physical hazards,
cross-contamination, Pathogen, salmonella, E. coli, clean,
sanitize
Processes
(The actions the students will perform)
 Read textbook for information
 Take lecture notes
 Search Internet for information
Skills
(Applied knowledge the student will execute)
 Demonstrate correct hand washing
 Demonstrate cleaning and sanitizing techniques
 Read, listen, follow instructions
 Teamwork / Cooperation
 Evaluate and organize information
 Communicate thoughts and ideas
Quarter 1: 2 weeks
Resources
(What materials do you use?)
Textbook, Internet, videos
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read in textbook
 Define vocabulary
 Practice hand washing using Glo Germ
 Wash hands, use toothpick to scrape under nails,
look at scrapings under a microscope
 Design a brochure describing common foodborne
hazards, how pathogens infect food, grooming and
hygiene for working in the kitchen or how to clean
and sanitize surfaces and equipment
Nutrition and Wellness Bundle 5
Essential Outcome: Using basic kitchen equipment. (Part 1)
Standards & Indicators: 1.1, 4.1, 4.2, 4.3, 4.4
Declarative Knowledge (What they will know)
Procedural Knowledge (What they will do)
(What the students should be learning)
1. Examine the anatomy of a recipe.
2. Locate recipes using cookbooks, magazines, and
Internet.
3. Adjust ingredient quantities.
4. Demonstrate how to measure ingredients.
5. Demonstrate mise en place.
(The Concepts taught)
 Recipes
 Measuring ingredients
 Mise en place
Processes
(The actions the students will perform)
 Read textbook for information
 Take lecture notes
 Search Internet for recipes
 Adjust recipe quantities
Details
(Activities or actions –write, use, identify)
 Recipes are formulas used to make a certain dish
 Ingredients need to be accurately measured
 Having everything in place is an organizational skill
Skills
Vocabulary
(Words essential to this bundle)
 Ingredients, yield, dry volume, liquid volume, Mise en
place
(Applied knowledge the student will execute)
 Use the Internet to locate recipes
 Adjust recipes to different quantities
 Measure ingredients for a recipe
 Mise en place
 Read, listen, follow instructions
Resources
(What materials do you use?)
Learning
Goals
Organizing
Ideas
Quarter 2: 2 weeks
Textbook, cookbooks, magazines, Internet, kitchen
equipment, video: Fundamentals of Kitchen Math
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Read in textbook
 Define vocabulary
 Examine cookbooks, magazines, and the Internet for
recipes
 Worksheet to adjust recipe quantities
 Practice measuring
Nutrition and Wellness Bundle 6
Essential Outcome: Use basic kitchen equipment. (Part 2)
Standards & Indicators: 1.1, 4.1, 4.2, 4.3, 4.4
Declarative Knowledge (What they will know)
Procedural Knowledge (What they will do)
(What the students should be learning)
1. Demonstrate knife skills.
2. Identify various types of food preparation equipment.
3. Demonstrate techniques for combining ingredients.
4. Demonstrate cooking techniques.
5. Demonstrate kitchen safety.
(The Concepts taught)
 Knife skills
 Food prep equipment
 Ways of combining ingredients
 Ways of cooking foods
 Safety issues
Processes
(The actions the students will perform)
 Read textbook for information
 Take lecture notes
 Search Internet for information
Details
(Activities or actions –write, use, identify)
 Many skills can be learned in the kitchen
 Safety is always an issue
Skills
Vocabulary
(Words essential to this bundle)
Knife parts, types of knives, honing and steel, small
appliances, small equipment, types of cookware, cooking
techniques
(Applied knowledge the student will execute)
 Use knives properly and maintain
 Maintain cutting boards
 Understand how small appliances work
 Understand how small equipment is used
 Read, listen, follow instructions
 Teamwork / Cooperation
 Self management
 Personal responsibility
Resources
(What materials do you use?)
Learning
Goals
Organizing
Ideas
Quarter 2: 5 weeks
Textbook, kitchen labs and equipment, videos:
Fundamental of Cooking & Assorted Good Eats
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Learn and practice knife skills by cutting vegetables
for soup
 Students will participate in various kitchen labs to
use small equipment and appliances
Nutrition and Wellness bundle 7
Essential Outcome: Plan and prepare a nutritious meal.
Standards & Indicators: 1.1, 1.4, 3.1, 4.1, 4.2, 4.4
Declarative Knowledge (What they will know)
Learning
Goals
(What the students should be learning)
1. Plan a nutritious meal following dietary guidelines.
2. Prepare a shopping list.
3. Prepare and serve the meal.
Organizing
Ideas
Details
(The Concepts taught)
Vocabulary
(Words essential to this bundle)
Review of previously learned material
(Activities or actions –write, use, identify)
 Application of previously learned material
Procedural Knowledge (What they will do)
Processes
(The actions the students will perform)
 Students will work in groups to plan the menu
 Students will prepare a list of ingredients needed
 Students will prepare and serve the meal
Skills
(Applied knowledge the student will execute)
 Read, listen, follow instructions
 Teamwork / Cooperation
 Evaluate and organize information
 Responsibility and self management
 Problem-solving
No new vocabulary
Quarter 2: 1 week
Resources
(What materials do you use?)
Kitchen labs and equipment, cookbooks, magazines, and
Internet
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 Students will work in groups to plan the menu
 Students will prepare a list of ingredients needed
 Students will prepare and serve the meal
Nutrition and Wellness Bundle 8
Essential Outcome: Students identify nutrition and wellness careers and opportunities.
Standards & Indicators: 7.1
Declarative Knowledge (What they will know)
Procedural Knowledge (What they will do)
Learning
Goals
(What the students should be learning)
1. Identify careers in nutrition and wellness.
Organizing
Ideas
(The Concepts taught)
 Interest, values, and abilities
 Job applications
 Cover letters
 Résumés
Details
(Activities or actions –write, use, identify)
 There are many careers in this field
 Find your passion and follow your heart
 Take into consideration values and abilities
Vocabulary
(Words essential to this bundle)
Processes
(The actions the students will perform)
 Read textbook for information
 Search Internet for information
Skills
(Applied knowledge the student will execute)
 Evaluate and organize information
 Communicate thoughts and ideas
 Problem-solving
Interests, values, abilities, goals, résumés
Quarter 2: 2 weeks
Resources
(What materials do you use?)
Textbook, Internet, art supplies
2/28/12
Activities
(The actual assignments, projects, and learning
activities you use to teach the bundle. Also, list the
assessments for the Bundle here by Title)
 List careers in this alphabetically
 Worksheets to determine interests, values, and
abilities
 Choose a career to research based on findings
 Create a poster or PowerPoint about the career
 Present to the class